Title: Demonstrating Addition with the use of objects

Topic: Addition

Grade: Kindergarten

Rationale: Students should be able to model addition through the use of pictures or
manipulatives. Forming a visual of an addition problem will allow students to better understand
the problem they are solving. By essentially creating their own addition problem students will be
able to understand that

Standards:
Model with mathematics

Identify important quantities and use tools to map their relationship

Reason abstractly and quantitavely

Create representations that fit the problem

Objectives:

Students will review the concept of addition

Students will be able to model addition through the use of manipulatives and pictures
Students will be able to make their own addition problems and solve them.

Motivation: Read and discuss Whats New at the Zoo? by Suzzane Slade

Materials/Manipulatives:

Whats New at the Zoo? by Suzzane Slade

Different colored unifix cubes (each student should have two colors)
Big Dice (Each student will be given one)
Crayons
Pencils
Handout

Grouping: Students will work individually at their seats; they will be encouraged to ask their
neighbor for help if need be, and to ask the teacher for help.

Procedure:
Step 1: The lesson will begin with a read aloud of Whats New at the Zoo? by Suzzane Slade.
Students will discuss questions about the book and the addition that is seen throughout the story.
Students will then answer addition questions on the board given by the teacher.

Step 2: Students will work individually at their seats; they will be given the opportunity to
collaborate with a partner if they need additional support.

Introduce lesson to students and model it before having them begin

Students will each be given one die, a handout, unifix cubes of different colors and will be asked
to take out a pencil and crayons.

The assignment will be to roll a die, document the number rolled by using unifix cubes of one
color to make a tower corresponding to the number rolled, they will roll the die one more time
and add on the corresponding number of unifix cubes to their tower, this will be a different color
of unifix cubes so that they can differentiate easily between both numbers rolled. They will then
draw their tower on the space provided in the handout and create an addition sentence for the
numbers rolled. For instance if the number 3 was rolled and then the number 5 their addition
sentence will be 3+5=8 which will be the number of cubes in their tower. Students will do this a
total of four times. If they are done with their assignment they will be able to make their own
number sentences on a separate sheet or put their towers in order from smallest to largest.

Step 3: When finished with their towers and number sentences students will take part of a small
group discussion with their classmates, they will be placed in heterogeneous groups. Students
will be able to reflect on what they learned and if they had any struggles. After their discussion
students will go up to the board and draw one of their number towers, they will then give the
addition sentence corresponding to the number tower and explain how they came up with it and
solved it.

Strategies:

Use of manipulatives and pictures

Activate prior knowledge with a read aloud
Modeling
Pairing heterogeneously
Allow students to use what makes sense to them.

Multiple entry points:

Allow students to use pictures and manipulatives to visualize problems.

Allow students to create their own addition problems
 Students can pick a partner if they need help. The teacher needs to make sure the pair is
heterogeneous.

Long/short term assessments:

Teacher will monitor student progress by walking around the class during the lesson
checking their work and listening to students discussions.
Students will be asked to go home and look at objects in their own home that they can use
to form number sentences with. They will then come to school and discuss their findings
with the class.

Student Reflection: Students will reflect on the lesson through a math discussion, they will
discuss what they have learned and any difficulties they may have had.
Questions such as the following may be asked:

What is something new you learned today about addition?

Give me an example of an addition sentence
What is another way we can create our own addition sentences?

Next Steps: Students had a very good understanding of this lesson. The four students I worked
with had prior knowledge of adding therefore they were able to carry out the lesson without
much trouble at all. There was only need for peer or teacher scaffolding a couple of times. Two
students who finished the lesson early were given a handout where they could put the towers
they had created in number order. I will choose this lesson to Re-teach, but I will move on to
doing addition with word problems, the teacher has begun to discuss this topic with the students
and it will help reinforce their content knowledge.